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Development of the PTEPA

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ere is a severe shortage of quali ed secondary physics teachers in
the United States: 63% of all high school physics teachers lack either a degree in physics or teacher certi cation. A fundamental cause is that few physics departments are engaged in the preparation of physics teachers, due to lack of professional rewards, negative attitudes about teaching among faculty, di culty working with the college of education, and other factors. Despite such barriers, each year a select few physics departments manage to graduate ve or more quali ed physics teachers annually from their teacher preparation programs. What can we learn from such “thriving programs” to help other programs emulate such results? In this talk we will present our initial results from development and validation of the Physics Teacher Education Program Assessment (P-TEPA). e P-TEPA is a detailed rubric – based on prior work in
the eld – which systematically characterizes elements that typify such “thriving programs”. e P-TEPA is intended to be used by researchers and program leaders to understand and improve physics teacher preparation programs.

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Development of the PTEPA

  1. 1. DEVELOPMENT OF THE PHYSICS TEACHER EDUCATION PROGRAM ASSESSMENT (P-TEPA) Stephanie Chasteen (Chasteen Educational Consulting) Rachel Scherr (Scherr & Associates) Monica Plisch (American Physical Society)
  2. 2. HOW DO WE DEFINE “EXCELLENCE” FOR PHYSICS TEACHER PREPARATION PROGRAMS? Key Components of successful physics teacher preparation programs include: • Champion • Teacher in Residence • Collaboration • Institutional Commitment • Assessment • Recruitment • Early Teaching Experiences • Pedagogical Content Knowledge • Learning Assistants • Induction & mentoring http://www.phystec.org/keycomponents/
  3. 3. OUR SOLUTION: DEFINE EXCELLENCE BY CREATING A SYSTEM TO MEASURE IT. • The Physics Teacher Education Program Assessment (P-TEPA) is a rubric to systematically categorize what teacher preparation programs do. • Enables self-study and research. • Our hypothesis: The P-TEPA measures things that thriving programs (large institutions producing 5+ teachers/year) tend to have.
  4. 4. METHODS • Started with Teacher Education Program Assessment (TEPA)* • Reconcile with PhysTEC Key Components, SPIN-UP, T- TEP, SCII, VALUE and PULSE** for creation of items. • Created scale points for each item (very hard!) • Applied at 8 diverse ”thriving programs” (4 PhysTEC, 4 non-PhysTEC). • Revised P-TEPA (in progress) * Teacher Education Program Assessment, C. Coble, through APLU’s Science Math Teacher Imperative (SMTI) ** APS Strategic Program… (SPIN-UP); National Task Force on Teacher Education in Physics (T-TEP), Survey of Climate for Instructional Improvements (SCII), AAC&U VALUE Rubrics, Partnership for Undergraduate Life Science Education (PULSE).
  5. 5. HYPOTHESES WE ARE EXPLICITLY NOT TESTING - A high score on the P-TEPA* means you probably produce a large number of physics teachers - Increasing your P-TEPA score will increase the number of teachers you produce. * Physics Teacher Education Program Assessmen
  6. 6. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard • Components of that Standard Standards >> Components >> Items >> Scale points
  7. 7. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard Standards >> Components >> Items >> Scale points
  8. 8. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard (e.g., ”recruitment success,” “recruitment pool,” “early teaching experiences,” “streamlined and flexible program options”). Standards >> Components >> Items >> Scale points
  9. 9. EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with Component 5C: Early Teaching Experiences
  10. 10. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Three levels – basic, benchmark, exemplary – plus “not present” Item Items each measure one dimension. Component 5C: Early Teaching Experiences
  11. 11. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Items may be identified as “essential” or “enabling” Essential Enablin g Component 5C: Early Teaching Experiences
  12. 12. CHALLENGES • Programs achieve excellence in many ways and we do not want to be prescriptive. • Defining scale points that are valid and reliable is very hard. • Figuring out how to score an institution without “bean- counting” to excellence.
  13. 13. NEXT STEPS • Report with final P-TEPA due out in February 2018 • Test with site leaders for validity and reliability • Assess whether P-TEPA is useful for self-study and program improvements • Apply to low- and high- producing sites to test predictive validity. Many thanks to PhysTEC for funding this study.

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